Session 3 - Applying Operations to Solve Word Problems

Directions: 

1. The lesson activity includes a word problem that requires multiple steps to solve and provides opportunities for students to solve using various methods of representation: Kinesthetic, Visual, Verbal, Symbolic, or Contextual. 
2. The word problems have many ways to be solved so students will demonstrate an understanding of the operations and representations through their participation in the activities. 
3. Word Problem 3 increases in difficulty by using division with remainders and rounding.  Notes on how to support students with these skills are in each lesson. 
4. Pass out the Peach Juice activity.
5. The directions can also be read aloud so all students can hear the directions as well.

Notes:

1. If you are doing this with a whole class: Students complete the practice individually and then several volunteers share the order in which they selected their responses and why they chose this way. 
2. If you are doing this with an individual or a small group: Students complete and then share thinking with a partner of the facilitator.
3.  If students get stuck understanding, here are some questions or ideas for providing support for your students. These will intentionally lead them through the supported practice of the skill to grasp the learning and guide their thinking: 
   1. Can you draw a picture of the 32 ounces of peach juice?
   2. Can you combine them into 4 ounces? How many are left?
   3. Can you combine them into 6 ounces? How many are left?
   4. Is there a strategy we have used to begin solving a word problem?  
   5. What is the first step we should take?

Questions to lead the discussion:

1. What have we practiced before that can help us now?
2. Which one of these do you know the most about and how can that help you understand how to solve it?
3. If you were to write a sentence to show how you solved this problem, what might it look like? (eg: 32 - (5 x 4+2 x 6))
4. Why are there times when you have more space in the containers? Why would you “round” in this scenario?

Lesson Activity #4

Activity: Word Problem 4 - Lemonade Stand

Focus: MP1: Make sense of problems and persevere in solving them, MP2: Reason abstractly and quantitatively, MP7: Look for and make use of structure

Directions:

1. The lesson activity includes a word problem that requires multiple steps to solve and provides opportunities for students to solve using various methods of representation: Kinesthetic, Visual, Verbal, Symbolic, or Contextual. 
2. The word problems have many ways to be solved so students will demonstrate an understanding of the operations and representations through their participation in the activities. 
3. Word Problem 4 increases in difficulty by using division with remainders and rounding.  Notes on how to support students with these skills are in each lesson. 
4. Pass out the lemonade stand to each student.

Progress Monitoring

Directions:

1. Use the answer key to help with student monitoring of the answers.
2. Student progress monitoring is completed through observation of strategies and application of practice from the lesson.  
3. Observe or notice which stage students gain accuracy while doing the feedback process/cycle. 
4. Student draft work can also be gathered for review as it is completed during this protocol. These work samples can be used to follow student processes and observe levels of accuracy for the learning activity. 
5. If students are struggling with word problems and remainders, use this resource and answer key for additional help. Word Problem Sheet: Division with Remainders and Answers